Teacher–Textbook Relationships in Mathematics in Contexts of Limited Resources

Abstract

This paper examines how seven teachers working in contexts of limited resources used the prescribed textbook for teaching, and the kinds of teacher–textbook relationships forged in the interactions. The study employs a sociocultural perspective to explore the processes by which teachers mobilise the affordances of the textbook to the teacher’s practice, thereby advancing a particular way for studying and understanding better the teacher–textbook relationships in particular contexts. A methodological approach aggregating results for all teachers and looking for patterns of mobilisation across teachers allowed for the analysis of patterns of mobilisation regardless of the teacher. Findings point to generally tacit use of the textbook and a need for intervention on textbook use by teachers. The study makes recommendations for the production of educative guides as well as further research on the perceived role of the textbook in the teacher’s practice.